Chapter published in:L3 Syntactic Transfer: Models, new developments and implications
Edited by Tanja Angelovska and Angela Hahn
[Bilingual Processing and Acquisition 5] 2017
► pp. 299–319
A method for teaching L3 English after L2 German with a focus on syntactic transfer
In the field of Instructed Third Language Acquisition (ITLA), teachers are left alone not knowing how to predict possible transfer phenomena, how to overcome them and how to raise their learners’ metalinguistic awareness. We start from the existing results and non-results of L3 acquisition (transfer) and develop practical applications as part of the Input-Practice-Output Method showing that a combination of these three phases allows for an individual, learner-centered and teacher’s awareness-based framework in ITLA. We offer implications for designing teaching materials, planning lessons for multilingual classrooms and for classroom action research.
Keywords: Instructed Third Language Acquisition, negative transfer, Input-Practice-Output-Method, teaching material, teaching implications
Published online: 15 August 2017
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Cited by other publications
Rothman, Jason, Jorge González Alonso & Eloi Puig-Mayenco
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